CROSS REFERENCE TO RELATED APPLICATION

This application claims priority to U.S. Provisional Patent Application No. 63/266,927 filed January 19, 2022, the disclosure of which is hereby incorporated by reference in its entirety.

BACKGROUND OF THE INVENTION

The present invention relates to reading, and more particularly to reading comprehension.

The purpose of reading is to comprehend. According to the most recent testing data by the Nation's Report Card, only 35% of 4th grade students, 34% of 8th grade students and 37% of 12th grade students score at or above proficiency in reading. The current circumstances are widely recognized as a literacy crisis.

Reading comprehension is typically taught in a top-down manner by teachers who make decisions about which strategies to use, when, and with which texts. Students are rarely given control over how and when to use comprehension strategies. As a result, it is difficult for them to achieve independence in activating and applying comprehension skills. This invention teaches students a stable procedure that they can apply to any narrative story, chapter, or reading selection, giving the student control over the use of comprehension strategies and promoting the development of robust comprehension skills.

Multisensory instruction involves providing information through multiple means, particularly auditory, visual, kinesthetic, and tactile modalities. This type of instruction recruits multiple areas of the brain to support new learning, amplifying the effectiveness and durability of the learning experience. Multisensory instruction is widely used to teach children to decode and recognize words. Yet, current practices in reading comprehension instruction do not routinely employ multisensory techniques, despite the fact that these techniques have been proven to accelerate learning.

Traditional comprehension instruction is not optimally effective for three reasons. First, instruction is not multisensory. Second, teaching comprehension in a top-down manner one strategy at a time is less effective than teaching a combination of strategies. Third, students are reliant on the teacher to select the strategy, match it to the text, and prompt students to use it.

As can be seen, there is a need for an apparatus and methods to provide multisensory reading comprehension instruction to improve literacy.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 shows a perspective view of an interactive device or flipbook to be used by a teacher and a student in accordance with one aspect or embodiment of the present disclosure;

FIG. 2 shows another perspective view of the interactive device or flipbook shown in FIG. 1 ;

FIG. 3A shows an example of a student page for the first step of the process in accordance with one aspect or embodiment of the present disclosure;

FIG. 3B shows an example of a teacher page for the first step of the process that corresponds to the student page shown in FIG. 3A;

FIG. 4A shows an example of a student page for the second step of the process in accordance with one aspect or embodiment of the present disclosure;

FIG. 4B shows an example of a teacher page for the second step of the process that corresponds to the student page shown in FIG. 4A;

FIG. 5A shows an example of a student page for the third step of the process in accordance with one aspect or embodiment of the present disclosure;

FIG. 5B shows an example of a teacher page for the third step of the process that corresponds to the student page shown in FIG. 5A;

FIG. 6A shows an example of a student page for the fourth step of the process in accordance with one aspect or embodiment of the present disclosure;

FIG. 6B shows an example of a teacher page for the fourth step of the process that corresponds to the student page shown in FIG. 6A;

FIG. 7A shows an example of a student page for the fifth step of the process in accordance with one aspect or embodiment of the present disclosure;

FIG. 7B shows an example of a teacher page for the fifth step of the process that corresponds to the student page shown in FIG. 7A;

FIG. 8A shows an example of a student page for the sixth step of the process in accordance with one aspect or embodiment of the present disclosure;

FIG. 8B shows an example of a teacher page for the sixth step of the process that corresponds to the student page shown in FIG. 8A;

FIG. 9A shows an example of a student page for the seventh step of the process in accordance with one aspect or embodiment of the present disclosure;

FIG. 9B shows an example of a teacher page for the seventh step of the process that corresponds to the student page shown in FIG. 9A;

FIG. 10A shows an example of a student page for the eighth step of the process in accordance with one aspect or embodiment of the present disclosure;

FIG. 10B shows an example of a teacher page for the eighth step of the process that corresponds to the student page shown in FIG. 10A;

FIG. 1 1 A shows an example of a student page for the ninth step of the process in accordance with one aspect or embodiment of the present disclosure;

FIG. 1 1 B shows an example of a teacher page for the ninth step of the process that corresponds to the student page shown in FIG. 1 1 A;

FIG. 12 shows an example of a student page indicating the end of the process in accordance with one aspect or embodiment of the present disclosure;

FIG. 13 shows a perspective view of a multisensory device to be used by a student, in accordance with one aspect or embodiment of the present disclosure;

FIG. 14 shows a perspective view of a multisensory device to be used by a student, in accordance with another aspect or embodiment of the present disclosure;

FIG. 15 shows an example of student self-selectable tabs that can be used in connection with the student pages shown in FIGS. 3A, 4A, 5A, 6A, 7A, 8A, 9A, 10A, and 1 1 A;

FIG. 16 shows an example of a vocabulary graphic organizer that can be used in connection with the pages shown in FIGS. 1 A-9B.

DETAILED DESCRIPTION OF THE INVENTION

The following detailed description is of the best currently contemplated modes of carrying out exemplary embodiments of the invention. The description is not to be taken in a limiting sense but is made merely for the purpose of illustrating the general principles of the invention.

Broadly, embodiments of the present invention provide a kinesthetic and tactile device and method of using the same to improve reading comprehension. The multisensory device is used to train students in a scaffolded process that prompts them to intentionally activate the thinking skills that are required for reading comprehension.

The following numbered clauses are illustrative of various aspects of the invention disclosed in the present application:

Clause 1. An interactive learning system 10 comprising: an interactive device 12 configured to be used by an instructor and a student, the interactive device 12 comprising at least one first piece 14; and a multisensory device 22 configured to be used by a student, the multisensory device 22 comprising at least one second piece 24, wherein the at least one first piece 14 comprises a first prompt 16 visible to the student and a second prompt 18 visible to the instructor, wherein the first prompt 16 provides a first indicator 20 to the student associated with a task to be performed, wherein the second prompt 18 provides instructions to the instructor for directing the student to perform the task, wherein at least one second piece 24 comprises a second indicator 26 corresponding to the first indicator 20.

Clause 2. The interactive learning system 10 of clause 1 , wherein the at least one first piece 14 comprises a plurality of first pieces 14, and the at least one second piece 24 comprises a plurality of second pieces 24, wherein the plurality of second pieces 24 each comprise a first prompt 16 and a second prompt 18, the second pieces 24 each providing a first indicator 20, wherein the plurality of first pieces 14 each comprise a second indicator 26, and wherein each of the second indicators 26 correspond to at least one of the first indicators 20.

Clause 3. The interactive learning system 10 of either clause 1 or clause 2, wherein each one of the first indicators 20 matches one of the second indicators 26.

Clause 4. The interactive learning system 10 of any of clauses 1 -

3, wherein each of the first indicators 20 comprises a symbol and each of the second indicators 26 comprises a symbol, matching one of the symbols of the first indicators 20.

Clause 5. The interactive learning system 10 of any of clauses 1 -

4, wherein each of the first indicators 20 is a unique color and each of the second indicators 26 is a unique color, matching one of the colors of the first indicators 20.

Clause 6. The interactive learning system 10 of any of clauses 1 -

5, wherein the second prompt 18 and the task to be performed is related to the student’s reading comprehension.

Clause 7. The interactive learning system 10 of any of clauses 1 -

6, wherein the at least one second piece 24 comprises beads 44 configured to be manipulated by the student. Clause 8. The interactive learning system 10 of any of clauses 1 -

7, wherein the beads 44 are configured to slide along a support device 28.

Clause 9. The interactive learning system 10 of any of clauses 1 -

8, wherein the interactive device 12 is a flip book 30 comprising a plurality of at least one first piece 14, each comprising a first prompt 16 and a second prompt 18.

Clause 10. The interactive learning system 10 of any of clauses 1 -

9, wherein a first first piece 14 comprises one of the first prompts 16 and a second first piece 14 comprises one of the second prompts 18 on one side and one of the first prompts 16 on an opposing side.

Clause 1 1. A method of instruction, the method comprising the steps of: an instructor reading instructions to a student, the instructions directing the student to complete at least one task to be performed; the student responding to the instructions and associating the instructions and the at least one task to be performed with a first indicator 20; and upon completing the at least one task to be performed, the student interacting with a second indicator 26 corresponding to the first indicator.

Clause 12. The method of clause 1 1 , wherein the at least one task to be performed comprises a plurality of tasks, and wherein the method is repeated at least one time for each of the plurality of tasks to be performed.

Clause 13. The method of clause 11 or 12, wherein the first 20 and second indicators 26 are symbols or colors.

Clause 14. The method of any of clauses 1 1 -13, wherein the instructions and the first indicator 20 are arranged in a flip book 30 so that the instructions are visible to the instructor at the same time the first indicator 20 is visible to the student.

Clause 15. The method of any of clauses 1 1 -14, wherein the flip book 30 comprises a plurality of pages, and wherein one side of a first page 32 comprises the first indicator 20 and a first side 36 of a second page 34 comprises the instructions. Clause 16. The method of any of clauses 1 1 -15, wherein a second side 38 of the second page 34, opposing the first side 36, comprises another first indicator 20, and a first side 42 of a third page 40 comprises additional instructions.

Clause 17. The method of any of clauses 1 1 -16, wherein the second indicator 26 is located on at least one bead 44, the at least one bead 44 being configured to be manipulated by the student upon completing the at least one task.

Clause 18. The method of any of clauses 1 1 -17, wherein the at least one bead 44 comprises a plurality of beads 44 having a plurality of second indicators 26 thereon, the plurality of second indicators 26 corresponding to a plurality of first indicators 20 associated with a plurality of tasks to be performed.

Clause 19. The method of any of clauses 1 1 -18, wherein the plurality of beads 44 are configured to slide along a support device 28 by the student upon completing the plurality of tasks.

Clause 20. The method of any of clauses 1 1 -19, wherein the at least one task to be performed is related to the student’s reading comprehension.

The present invention includes an interactive learning system 10 that uses an interactive device 12 and a multisensory device 22 to prompt students to intentionally activate a process consisting of highly effective comprehension strategies that students can independently use with any narrative text (story, chapter, or selection). Over time, and with repeated practice, the intentional and deliberate use of the process and the system 10, in combination with the interactive device 12 and the multisensory device 22, trains students to convert the use of comprehension strategies to comprehension skills that are automatically activated any time a student approaches text. While directed to reading comprehension, it is understood that the present invention can be used for different subjects, such as math, history, and science.

Aspects of this invention use these devices 12, 22 to train students in a scaffolded process that prompts them to intentionally activate the thinking skills that are required for reading comprehension.

With reference to FIGS. 1 -1 1 B, an interactive device 12 and examples of the pages that make up the device 12 are shown. The interactive device 12 is shown in FIGS. 1 and 2 while the examples of the pages are shown in FIGS. 3A-1 1 B.

The interactive device 12 can be a flip book 30, but it can be other devices that are conducive to the process discussed below. The flip book 30 is a bound volume that is configurable on a student workspace to support the book in a presentation mode with pages 32, 34, 40 presented and visible on a first side 13 and a second side 15. On the first side 13, pages 32, 34, 40 can be viewed by a student, and on a second side 15, pages 32, 34, 40 can be viewed by a teacher or an instructor. The flip book 30 is arranged so the first side 13 is only visible to a student or an individual positioned proximate the first side 13, and the second side 15 is only visible to a teacher or instructor positioned proximate the second side 15. A student in position to view the first side 13 is typically not able to view the second side 15. The flip book 30 presentation mode is configured to require minimal student workspace to allow the student to reference each of the pages 32, 34 40 while reading the corresponding assignment or story segment to accompany the interactive learning system 10.

In some embodiments, the pages 32, 34, 40 of the flip book are double-sided with one side facing the student and the other side facing the teacher. The flip book 30 is oriented such that, when the pages are flipped so that the teacher is looking at, for example, the first step of FIG. 3B (which includes a graphical and textual depiction of the first step in the process), the student will be looking at the corresponding graphic-only depiction of the first step in the process, shown in FIG. 3A. The graphic-only depiction in FIG. 3A can be considered a first prompt 16 having a first indicator 20, both of which are related to the step being shown on the page in view. The graphical and textual depiction in FIG. 3B can be considered a second prompt 18, which may also include the first indicator 20.

In this arrangement, a first page 32 having the first prompt 16 and first indicator 20 will be visible to the student, while a first side 36 of a second page 34, having the second prompt 18 will be visible to the instructor. As shown in Fig. 2, the second page 34 can be flipped, so that the second side 38 of the second page 34 is visible to the student, exposing a first side 42 of a third page 40 to the instructor. The second side 38 of the second page 34 can include another graphic-only depiction, for example, the graphic-only depiction corresponding to the second step as shown in FIG. 4A. The first side 38 of the third page 40 can include, for example, the depiction corresponding to the second step as shown in FIG. 4B. The flip book 30 can have multiple pages, providing many different instructions. Each of the multiple pages can be arranged in the manner described herein so that each of the pages shown in FIGS. 3A-1 1 B can be viewed by a student and/or teacher.

When working in a one-on-one or small group situation, the flip book 30 is oriented in a manner so that pages with just graphical depictions are visible to the student and pages with graphical and textual depictions are only visible to the teacher. In a large-class situation, rather than using a flip book 30, the graphical depictions of the steps, for the student and/or the teacher, could be on a personal chart at the students’ workspaces, on a poster, projected electronically, or provided on a bookmark. The graphical/textual depictions for the teacher could be in a teacher manual.

More generally, the interactive device 12 can include a first piece 14 that is movable about the device 12 so that the student can view the first piece 14 from the first side 13, and the instructor can view the first piece 14 from the second side 15. For a flip book 30, multiple first pieces 14 can be used. These movable pieces 14 can be used or arranged in a manner similar to the pages 32, 34, 40 discussed above. Each of the pages shown in FIGS. 3A-1 1 B are identified as first pieces 14. However, it is understood that each of the first pieces 14 can include different prompts 16, 18 and first indicators 20. Each can be used in the same flip book 30 with the same or different prompts 16, 18 and first indicators 20.

Expanding on the electronic uses mentioned above, it is contemplated that the interactive device 12 may be made up of one or more electronic devices. In one instance, the interactive device 12 may be two tablets located on the first side 13 and the second side 15 of a divider or other support feature. A first tablet can be used by the student, and the second can be used by the teacher. Both tablets may correspond to the first pieces 14 and the pages with the prompts 16, 18, instructions, and graphical and textual depictions discussed above may be presented electronically on each tablet as desired. In some instances, a divider may be omitted and a teacher can use a tablet from one location, while the student uses their tablet at another location a distance away. This is particularly useful for group learning, where than can be one teacher tablet and multiple student tablets responding and interacting with that teacher tablet.

Electronic interactive devices 12 also allow for the process discussed within the present disclosure to be adapted to be used in mobile applications or video games. When used as a mobile app or video game, the instructions can be generated by a computer program, resulting in only one userfacing first piece 14 that may include the first piece 14 and first prompt 16. The second prompt 18 can be omitted. This arrangement allows for distance and/or teacherless learning

With reference to FIGS. 3A-1 1 B, each page flip book 30 corresponds with a step in a learning process. Each step or page includes a first prompt 16, visible to the student on a first side 13 of the interactive device 12, and a second prompt 18, visible to the teacher on the second side 15 of the interactive device 12. The first prompt 16 includes an indicator 20, which may be a color band or segment, a symbol, or another graphical depiction of an activity or activities a student is to perform at that step. Text may also be used. This is used to help the student associate with that step. Each step or page also includes a second prompt 18, visible to the instructor on the second side 15 of the interactive device. The second prompt 18 may include a textual description, such as instructions, of the activity or activities the teacher is supposed to direct the student to complete. These activities or tasks are intended to help improve the student’s reading comprehension. The second prompt 18 may also include graphical depictions, such as the first indicator 20, or other materials necessary to help the teacher direct the student to complete the tasks to be performed at each step.

As the student develops mastery of the process discussed herein, the flip book 30 may be configured to only present the color and/or the graphical depiction of the activity or activities performed at that step, without any textual description. The different steps of the process, with a focus on the second prompts 18 and second indicators directed to the teacher, will now be described. The below steps are merely exemplary, and other teaching strategies and prompts may be used.

FIGS. 3A and 3B show step one. At this step, the teacher chooses a narrative text (story, book, chapter, or reading selection) to use with the comprehension process. The teacher flips to a page in the flip book 30 corresponding to the first strategy: Predicting. The student is given the title of the story being read and asked, “If you were to write a story called , what would it be about?”

FIGS. 4A and 4B show step two. At this step, the teacher flips to a page in the flip book 30 corresponding to the second strategy: Building Vocabulary. The teacher provides vocabulary words, writes each word on a note page, and passes the words, one at a time, to the student. The student places each word in the appropriate column on the graphic organizer (“I know it well,” “I think I know it,” “I’m not sure”). The teacher and student review the meaning of each word relative to its context within the text being read. The teacher invites the student to draw a meaningful, personal graphical or textual representation of the definition of all previously unknown words.

FIGS. 5A and 5B show step three. At this step, the teacher flips to a page in the flip book 30 corresponding to the third strategy: Revising the Prediction. The teacher challenges the student to add the targeted vocabulary to their initial prediction adding detail to their story.

FIGS. 6A and 6B show step four. At this step, the teacher flips to a page in the flip book 30 corresponding to the fourth strategy: Previewing the Text. The student is asked to preview the text to look for clues regarding the setting of the story.

FIGS. 7A and 7B show step five. At this step, the teacher flips to a page in the flip book 30 corresponding to the fifth strategy: Discussing the Setting. The teacher asks detailed questions about the setting using the prompts provided on the flip book. The teacher and student discuss the student’s responses.

FIGS. 8A and 8B show step six. At this step, the teacher flips to a page in the flip book 30 corresponding to the sixth strategy: Re-reading the Story. The teacher or student may read the text aloud. Students who may have been unable to answer some of the more detailed questions regarding the setting are encouraged to be alert for clues they may have initially missed.

FIGS. 9A and 9B show step seven. At this step, the teacher flips to a page in the flip book 30 corresponding to the seventh strategy: Responding to Questions. The teacher asks a combination of explicit and inferential questions using the prompts provided on the flip book. The teacher and student discuss student responses.

FIGS. 10A and 10B show step eight. At this step, the teacher flips to a page in the flip book corresponding to the eighth strategy: Summarizing. The teacher rereads the title of the story and asks the student if the title is a good title. The student is required to respond and defend their answer. The student is then asked to improve the title.

FIGS. 1 1 A and 1 1 B show step nine. At this step, the teacher flips to a page in flip book corresponding to the ninth strategy: Thinking Creatively. The teacher asks the student, “What might happen next?” The teacher encourages the student to support their thoughts by making connections to information presented in the story.

FIG. 12 shows the end page, indicating to the student that they have completed every step.

Each of these steps work to identify and develop six thinking skills that are organized hierarchically, from simple to complex. See, Bloom’s Revised Taxonomy (Krathwohl, 2002). These processes are (in order): 1. Remembering, 2. Understanding, 3. Applying, 4. Analyzing, 5. Evaluating, and 6. Creating. This process guides the student in a stable routine that prompts the student to consciously use comprehension strategies that activate each of those thinking skills in order, gradually moving the student from simple to more complex levels of thinking. The way the Beading Comprehension process accomplishes this is indicated below, with the thinking skills indicated in parentheses.

Step 1 : Predicting activates background knowledge (Remembering) and prompts the student to set a purpose for reading.

Step 2: Building Vocabulary prepares the student to make sense of words that appear in the story (Understanding). When completing this step, the student uses the Graphic Organizer and a Note Pad and pencil.

Step 3: Revising the Prediction cues students to apply their understanding of new terminology (Applying) and be flexible in their thinking.

Step 4: Previewing encourages the student to make inferences about one specific element of the story - the setting. This step builds confidence and primes the student’s brain for additional inference-making when re-reading the story.

Step 5: Discussing the Setting prompts the student to recognize both explicit and implicit clues in the story.

Step 6: Re-Reading guides the student to actively make meaning while reading, clarify their understanding of the story, and correct misconceptions.

Step 7: Answering Questions guides the student to analyze the story (Analyzing).

Step 8: Summarizing prompts the student to identify over-arching themes and discriminate between main ideas and supporting details (Evaluating).

Step 9: Thinking Creatively encourages the student to generate new ideas (Creating).

The flip book 30 helps the student to develop the skills outlined in each of these steps, but to further enhance these skills, a multisensory device 22 is used. With reference to FIGS. 13 and 14, the multisensory device 22 is shown. The multisensory device 22 includes second pieces 24 having second indicators 26 located on the second pieces 24. The second indicators 26 correspond to the first indicator 20 and can include a matching color, symbol, or other graphical design to allow the student to associate the first indicator 20, indicative of a step included in the pages of the flip book 30, with the second indicator 26 on the multisensory device 22. To help build the child's learning of the reading comprehension skills discussed above, the second indicators 26 can be beads 44. Each bead 44 corresponds to a step in the comprehension process described above, so that, when the student completes the task or activity described by the teacher, the student can move or otherwise manipulate the bead 44 to signify the completion of that step.

As shown in FIGS. 13 and 14, the beads 44 may be provided on a support device 28, which may be a chain 54 (FIG. 13), string 56 (FIG. 14), rod, or the like. The support device 28 may also have a holder 52 that allows the student to keep the multisensory device 22 readily at hand, such as around their wrist or around a finger. The beads 44 are provided in a predetermined order. This allows the student to slide the beads 44 to one side after a step is completed. The beads 44 may also be rotated or taken off of or added to the string or rod when a step is completed. It is also contemplated that the beads may make a sound or provide different sensory cues to the student to signify the completion of the steps as described above. Any kinetic activity may be used in connection with the beads 44 as the student progresses through the comprehension steps. The beads 44 may be retained in a fixed, semi-fixed, or sliding relation along the lanyard which may be selected to correspond with the manual dexterity and physical abilities of the student.

As will be appreciated, the size and arrangement of the second indicators 26 may be tailored to provide accommodation for students with disabilities. For students with limited fine motor skills, the second indicators 26 may be arranged and configured for sequential progression through each of the steps by larger second indicators 26 that may be moved based on the student’s motor skills. For example, the second indicators 26 may be carried on a fixed rod, similar to an abacus, and moved as each step is accomplished. The second indicators 26 may be sized and shaped to match the student’s abilities.

In another embodiment, the multisensory device 22 may be a bookmark with multiple segments that can be equated to the second indicators 26. The bookmark may contain a sliding device that indicates the most recently completed step. In other words, the sliding device can slide along the bookmark and point or otherwise identify the segment that corresponds to the step of the process most recently completed. The bookmark can then be kept in the book the student is reading and analyzing to develop their reading comprehension. The segments may also detach from the bookmark, so that when a student completes a step, they can remove the segment of the bookmark associated with that step.

The multisensory device 22 may also be electronic. Such a device 22 can be used in connection with the flipbook 30 or an electronic interactive device 12, like the tablets, mobile application, and video game discussed above. In either instance, the electronic multisensory device 22 can include a variety of second indicators 26, not just the beads 44. These second indicators 26 can be manipulated via touch or voice-activation. The electronic multisensory device 22 can give a variety of feedback to a student to signal a completion of a task. Such feedback can be visual, audible, or tactile and allows for a customization that best suits the student’s learning style.

Other features of the comprehension process will now be described. With reference to FIGS. 15 and 16, the flip book 30 may be configured in a student challenge configuration. In this version, pages corresponding to each step of the process may be accessible via a student selectable self-assessment tab 46, such as shown in FIG. 15. The student selectable self-assessment tabs empower the student to challenge themselves along the way, at their own pace, as they learn. The arrangement of the pages within the flip book 30, also provide the teacher an opportunity to monitor the student’s progress in accepting challenges and provide follow-up, when needed.

In a first student selectable self-assessment tab 47, the student may determine that they know the step well and place the tab 47 on the page of the step they know. In this instance, a tab color, corresponding to the step may be flipped and the corresponding page with just the color is presented. If the student can successfully perform the step, they may move on to the next step. If the student is unable to successfully perform the step, the student may flip one of the other pages for the step in the flip book to refresh their understanding of the step. Observation of the student flipping the flip book pages provides the teacher an ability to monitor those students accepting the challenge and help when needed.

Selection of an “I think I know” tab 48 may be used by the student to identify a page containing only the color and the graphical depiction of the step that the student only thinks that they might know. As with the previous tab, the student that successfully performs the step progresses to the next step. Likewise, if the student needs assistance, they may flip to the page containing the color, the graphical depiction, and the textual description the flip book.

Selection of an “I’m not sure” tab 49 may be used by the student to identify a page containing the color, the graphical depiction, and the textual description of the step that the student does not know. Where each step in the process has the self assessment tabs, the student may develop their mastery of the Beading Comprehension process at their own pace.

A reading comprehension process according to the present invention provides a visual sensory connection through a color coding of each of the multiple beads with a corresponding step of the reading comprehension process. As the student manipulates the beads to proceed through the steps in sequence, the color of the next bead provides the student a visual cue or reminder that they can associate with the next step in the reading comprehension sequence.

By teaching students to use this invention, the teacher is providing the student tools (comprehension strategies) to help them understand what they read. At the same time, the teacher is helping students strengthen the thinking skills that promote reading comprehension. Over time, by using the present invention, students will begin to automatically engage the thinking skills needed to make sense of what they read. They will no longer need to rely on the strategies to understand the text.

Preparatory materials to be used by the teacher before interacting with students in the manner outlined above will now be described. The first preparation stage for the teacher is the Get Ready! stage. In this stage, the teacher should perform the following:

Read the story (in advance and on your own) and choose any interesting/unique words that your student does not use in regular conversation.

Write each of the chosen words on a separate sticky note. Write the word at the top and leave room for your student to write or draw at the bottom.

For each word, find a simple definition that fits the meaning of the story and will make sense to your student. If you need help creating a definition, go to: www.learnersdictionary.com.

The second preparation stage for the teacher is the Get Set! stage. In this stage, the teacher should perform the following:

Think of several questions to ask your student after the story. You might wish to jot them down, but this is not necessary. Include at least 3 explicit questions that your student can answer by repeating a line of the story. Explicit questions might begin with, o “Who was ...?” o “What was ...?” o “What happened when ...?” o “What did [the character] do ... ?”

The teacher should include at least 3 implicit questions that the student will have to figure out based on clues provided in the story. Implicit questions might begin with, o “Why did ...?” o “What else could [the character] have done to ...?” o “How did [the character] feel about ...?” o “What will happen next?”

The third preparation stage is the Go! stage. In this stage, the teacher should perform the following:

• Hand the student a multisensory device 22 and instruct them to slide each color coordinated bead up the cord as they complete the steps in the flip book.

• In a one-on-one or small group situation, place the flip book between the teacher and the student/s with the teacher pages facing the teacher and the student pages facing the student.

• Now, invite the student to read the title of the story or, if the text is above your student’s reading level, read the title aloud to your student and flip the page to begin the process.

Even though good readers may use multiple comprehension strategies flexibly during the same reading experience, in traditional comprehension instruction, the teacher selects and models the use of one or a few ad hoc strategies that are applied to a text that has been specifically selected by the teacher for that purpose. Students are typically guided to use strategies under teacher supervision, but the strategy or combinations of strategies do not remain stable and are selected and directed by the teacher. Students are rarely, if ever, taught to independently initiative a stable routine consisting of multiple strategies that intentionally build from simple to more complex cognitive tasks. This invention teaches students a stable process comprised of multiple, high- powered strategies that are intentionally ordered from simple to complex. The invention gradually releases responsibility for initiating the routine to the student, eventually eliminating student dependence on the teacher to guide in the use of the strategies.

Over time, and with repeated practice, the intentional and deliberate use of the process in combination with the multisensory device 22 trains students to convert use of strategies to comprehension skills that are automatically activated any time a student approaches text.

Also, Steps 1 , 3, and 9, as described above, can promote the development of prewriting and composition skills. Step 1 promotes idea generation that is necessary in the prewriting process. Step 3 prompts the student to develop details in a story by utilizing new vocabulary and refining their ideas. Step 9 prompts the student to create an entirely new storyline which is the essence of narrative composition.

This invention also supports enhanced vocabulary development. Like other forms of knowledge, vocabulary knowledge exists on a continuum from shallow to deep. A student may understand a word when they hear it or read it in the context of a story but not know the word well enough to use it in their own speaking or writing. This invention embeds multiple, varied, and meaningful exposures to new vocabulary words into the process, thus supporting the acquisition of deep word knowledge and the rapid transfer of words from the student’s receptive vocabulary (words that the student understands when listening or reading) to the student’s expressive vocabulary (words that the student uses when speaking or writing).

The flip book 30 and the multisensory device 22 provide visual prompts for the student in the form of the colored icons and beads 44. The multisensory device 22 also provides kinesthetic and tactile prompts. These elements of the invention recruit multiple areas of the brain to support the new learning, thus making the experience multisensory and amplifying the effectiveness and durability of the student’s learning.

Over time, repeated use of the process, in combination with the multisensory elements, trains the student's brain to subconsciously activate the appropriate thinking skills needed to make sense of text. The repeated use of the process converts the conscious use of individual comprehension strategies to robust, subconscious comprehension skills that the student automatically applies during each new reading experience.

It should be understood, of course, that the foregoing relates to exemplary embodiments of the invention and that modifications may be made without departing from the spirit and scope of the invention as set forth herein.